Teacher Job Description

When I looked around and asked for a job description, here is a teacher posting. They post these all pretty vague around the district to allow for flexibility in hiring and coming up with expectations as someone is hired. 

• Valid WI-DPI certification required; 
• Experience teaching at the elementary level preferred;
• Passion for teaching and working with all children;
• Working knowledge of current best practices in curriculum, instruction and assessment;
• Ability to collaborate with a team of teachers including other grade level teachers, special education, ELL, and gifted and talented resource teachers;
• Strong communication skills;
• Commitment to professional development and a love of learning;

·       Student centered and problem solving approach to instruction;

·       Desire to provide instruction in critical thinking and ability to support students in this type of work;

·       Comfort with differentiation of assessment, curriculum, and instruction and the use of data to inform differentiation;

·       Commitment to partnering with parents/guardians;

• Skill using technology as an instructional tool to enhance learning.

Experience or background knowledge in the following areas:

• Lucy Calkins’ Reading and Writing Workshop
• The Common Core State Standards in ELA and Math
• Instructional Technology
• Response to Intervention (RtI)

·       Positive Behavior Intervention and Supports (PBIS) and Restorative Practices

Principal Job Description

This is what McFarland School District posted last year for a principal job at the high school. An actual job description isn't really written and this is clearly written to be somewhat vague to allow for flexibility when hiring. 

 In addition to an unequivocal commitment to our McFarland HS community, our ideal candidate will bring: 

• Master’s Degree and amazingly successful teaching/administrative experience at the secondary level 

• A good listener, who can articulate a culturally responsive vision for/philosophy of educational leadership and the ways in which this vision has inspired and sustained the vision of a strong, smart, committed staff 

• Understanding of and experience with the range of current educational opportunities and conundrums, e.g., o differentiation and best practices in literacy, numeracy, technology integration, the related arts, and co-curriculars, how these are informed by standards, and the implications for professional development 

o strategies for and challenges to the use of data (both formative and standardized) to inform and improve school and student learning objectives (SLOs) for students across the learning spectrum 

o Response to Intervention (RtI) at the secondary level – including Positive Behavior Intervention and Supports (PBIS) and the intersection with the new Specific Learning Disability (SLD) requirements 

o the components and requirements of the Wisconsin Educator Effectiveness System (e.g., SLOs, Danielson model for teacher evaluation) and a willingness to both teach and learn from others 

• Attitudes, skills and dispositions including but by no means limited to: o A kind heart and spirit that embrace all learners and educators through a growth mindset lens 

o A personal style that is transparent, collaborative, creative, approachable, proactive, reasonable, and enthusiastic – a style that exemplifies a commitment to life-long learning and to social justice, and inspires a hopeful outlook that endures despite (or even because of) challenges 

o Commitment to the whole child, including an intentional and inclusive focus on the extraordinary possibilities and futures of all students, whether their next path is a career or further education 

o A vision for enhancing the collaboration that currently exists with Indian Mound Middle School 

o A restorative approach with students who experience behavioral challenges that simultaneously maintains clear and consistent behavioral expectations and supports staff 

o The ability to tackle, make, and follow through on tough decisions with compassion and confidence 

o An unbridled desire to be embedded in the community, known for high engagement with the students, families, and staff of the high school 

o And all the rest: Awesome written and oral communication skills, comfort with the applications of technology, a common-sense approach to the day-to-day pressures and delights of high school life